Pre-AP High School English for New Pre-AP Teachers

322 Pages·2013·5.97 MB·English

by  Chemistry & Biochemistry

University of Texas at Austin
Advanced Placement Summer Institute
July 29 – August 1, 2013

Pre-AP High School English
for
New Pre-AP Teachers

Jerry Brown
[email protected]
Pre-AP English APSI 2013
Table of Contents

AP Access and Equity and Pre-AP 1 “Out, out…” – Robert Frost 203
AP English Language and Composition Exam 2 Frankenstein: In search of my father lessons 206
AP English Literature and Composition Exam 5 In the Absence of Fathers:
Exam Day 7 A Story of Elephants and Men 209
Levels of Reading and Questioning the Text 8 Another Angry Fatherless Black Man with a Gun 211
English II – Pre-AP Skills Chart 9 From: Dreams from my father (pages 26-27) 213
Question 1 (1992) –Language 12 The Heart Grows Smarter 214
Question 3 (1992) – Language 17 Leonard Pitt interview – NPR Fathers 216
The Synthesis Essay 21 Importance of Fathers - Sarah Laing 220
Question 1 (2000) – Literature 22 The Tempest activities 223
Question 2 (2000) – Literature 23 The Gazer’s Spirit lessons 240
Question 3 (2000) – Literature 24 AP English Language and Literature Terms
Question 1 (2000) – Student Samples 25 General Terms 255
Question 2 (2000) – Student Samples 26 Persuasion 274
Question 3 (2000) – Student Samples 28 Drama 285
Analyze the Prompt graphic 31 Fiction 289
How to answer the prose essay 32 Poetry 295
Writing the prose essay 34 Grammar 302
The Birthday Party – Lesson and student samples 37 DIDLS Breakdown 312
AP Literature Prose Essay Prompts (1970-2010) 44 The Hero’s Journey 316
Synthesis Lesson 50 Ordeal by cheque 317
AP English – Multiple Choice Strategies 67
Grandmother (MC) 69
The problem of doing justice (MC) 72
Good and evil (MC) 73
Coketown (MC) 77
Beasts (MC) 81
Sonnet 130 – Shakespeare (MC) 83
Reading and Analyzing Poetry 87
Poetry Terms 89
More Multiple Choice Strategies 90
Sonnet 90 – Shakespeare (MC) 91
Patty’s Charcoal Drive-in (MC) 94
The Sun Goes Down on Summer 98
There Will Come Soft Rains – Ray Bradbury 99
The Bridge of Khazad-dûm 103
The Mirror of Galadriel 107
Storm Warnings Lesson 115
Argumentation 125
Logical Fallacies 127
Love Is A Fallacy – Max Shulman 130
Rhetorical Triangle Questions 138
Oedipus the King (Abridged and Adapted) 139
The Gospel at Colonus (Selections) 153
Antigone and Ismene Argument 161
Haemon and Creon Argument 164
Welcome to the Monkey House (lessons) 168
Long Walk to Forever 172
EPICAC 176
Elements of Fiction graphic 184
Story Pyramid graphic 185
You are quoting Shakespeare 189
Kolhberg Moral Development 192
Macbeth Act IV, scene1 lesson 194
Macbeth activities 196
AP Access and Equity and Pre-AP (Taken directly from the CollegeBoard)
AP Access and Equity Initiative

Access for All Students
The College Board and the Advanced Placement Program encourage teachers, AP Coordinators, and
school administrators to make equitable access a guiding principle for their AP programs. The College
Board is committed to the principle that all students deserve an opportunity to participate in rigorous
and academically challenging courses and programs. All students who are willing to accept the challenge
of a rigorous academic curriculum should be considered for admission to AP courses. The Board
encourages the elimination of barriers that restrict access for AP courses to students from ethnic, racial,
and socioeconomic groups that have been traditionally underrepresented in the AP Program. Schools
should make every effort to ensure that their AP classes reflect the diversity of their student population.
Preparing Every Student for College
Pre-AP is based on the following two important premises. The first is the expectation that all students
can perform well at rigorous academic levels. This expectation should be reflected in curriculum and
instruction throughout the school such that all students are consistently being challenged to expand
their knowledge and skills to the next level.

The second important premise of Pre-AP is the belief that we can prepare every student for higher
intellectual engagement by starting the development of skills and acquisition of knowledge as early as
possible. Addressed effectively, the middle and high school years can provide a powerful opportunity to
help all students acquire the knowledge, concepts, and skills needed to engage in a higher level of
learning.
Labeling Courses Pre-AP
The College Board does not officially endorse locally designed courses labeled "Pre-AP." Courses labeled
"Pre-AP" that inappropriately restrict access to AP and other college-level work are inconsistent with the
fundamental purpose of the Pre-AP initiatives of the College Board.

The College Board strongly believes that all students should have access to preparation for AP and other
challenging courses, and that Pre-AP teaching strategies should be reflected in all courses taken by
students prior to their enrollment in AP. The College Board discourages using "Pre-AP" in the title of
locally designed courses and listing these courses on a student's transcript, because there is no one fixed
or mandated Pre-AP curriculum that students must take to prepare for AP and other challenging
coursework. Rather than using Pre-AP in course titles, the College Board recommends the adoption of
more comprehensive Pre-AP programs that work across grade levels and subject areas to prepare the
full diversity of a school's student population for AP and college.
CollegeBoard Access and Equity:
http://apcentral.collegeboard.com/apc/public/program/initiatives/22794.html
Pre-AP Programs http://apcentral.collegeboard.com/apc/public/preap/index.html
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AP English Language and Composition Exam (Taken directly from CollegeBoard)
http://www.collegeboard.com/student/testing/ap/english_lang/exam.html?englang
About the Exam
The three-hour and fifteen-minute exam usually consists of a one-hour multiple-choice section
and a two-hour and fifteen-minute free-response section.
Section I: Multiple-Choice
The multiple-choice questions test your ability to read closely and analyze the rhetoric of prose
passages. Total scores on the multiple-choice section are based on the number of questions
answered correctly. Points are not deducted for incorrect answers and no points are awarded
for unanswered questions.
Section II: Free-Response
After a fifteen-minute reading period, you'll write three essays to demonstrate your skill in
composition. Free response questions require close reading, thoughtful rhetorical analysis, and
purposeful argumentation, and include a synthesis question that tests your ability to effectively
make an argument of your own by combining and citing several supplied sources, including at
least one visual source.
Scoring the Exam
The multiple-choice section counts for 45 percent of your grade. The free-response section
contributes the remaining 55 percent.
Study Skills: Reading
In an AP English course, you may feel you have never been given so much to read. AP English
demands plenty of serious reading, and you might be tempted to "speed-read." You may try to
scan paragraphs and pages as fast as you can while hunting for main ideas. In a word: Don't.
First, main ideas usually aren't quickly accessible from "speed-reading" complex texts.
Also, if you race through good writing, you are likely to miss the subtlety and complexity. A
paragraph of text by Frederick Douglass or Joyce Carol Oates, a speech by Abraham Lincoln, or a
letter by E. B. White cannot be appreciated—or even minimally understood—without careful,
often-repeated readings.
In reading your AP assignments, be sure to:
Read slowly
Reread complex and important sentences
Ask yourself often, "What does this sentence, paragraph, speech, stanza, or chapter mean?"
Make Your Reading EfficientHow can you balance the careful reading AP English requires with
your demanding chemistry and calculus workloads, plus get in play practice, soccer games, and
whatever else you've got on your busy schedule? We've compiled some helpful tips to make
your AP reading more efficient, fun, and productive.
• Get a head start.
Obtain copies of as many assigned texts as you can. Then you won't waste time
searching for a text when you absolutely need it.
• Preview important reading assignments.
By previewing, you carefully note:
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AP English Language and Composition Exam (Taken directly from CollegeBoard)
http://www.collegeboard.com/student/testing/ap/english_lang/exam.html?englang
Exact title
o
Author's name
o
Table of contents
o
Preface or introduction; this section often states the author's purpose and
o
themes
In essays and certain types of prose, the final paragraph(s).
o
• Pause to consider the author's principal ideas and the material the author uses to
support them.
Such ideas may be fairly easy to identify in writings of critical essayists or journalists, but
much more subtle in the works of someone such as Virginia Woolf or Richard Rodriguez.
• Know the context of a piece of writing.
This technique will help you read with greater understanding and better recollection. A
knowledge of the period in which the authors lived and wrote enhances your
understanding of what they have tried to say and how well they succeeded. When you
read Truman Capote's In Cold Blood, find other sources to learn about social attitudes
and cultural conditions that prevailed in the late 1950s.
• Read text aloud.
Slow down when you are having trouble with complex prose passages, and read them
aloud. Reading aloud may help you to understand the tone of the passage.
• Reread difficult material to help you understand it.
Complex issues and elegant expression are not always easily understood or appreciated
on a first reading.
• Form the habit of consulting your dictionary, thesaurus, encyclopedia, or atlas.
Through such resources, you'll discover the precise meanings of words as well as
knowledge about the content of what you are reading. Similar resources are available
online or as computer software.
Study Skills: Writing
Writing is central to the AP English courses and exams. Both courses have two goals: to provide
you with opportunities to become skilled, mature, critical readers, and to help you to develop
into practiced, logical, clear, and honest writers. In AP English, writing is taught as "process" --
that is, thinking, planning, drafting the text, then reviewing, discussing, redrafting, editing,
polishing, and finishing it. It's also important that AP students learn to write "on call" or "on
demand." Learning to write critical or expository essays on call takes time and practice.
Here are some key guidelines to remember in learning to write a critical essay:
Take time to organize your ideas.
Make pertinent use of the text given to you to analyze.
Quote judiciously from the text to support your observations.
Be logical in your exposition of ideas.
If you acquire these skills -- organizing ideas, marshalling evidence, being logical in analysis, and
using the text judiciously -- you should have little trouble writing your essays on the AP Exam.
Practice in other kinds of writing -- narrative, argument, exposition, and personal writing -- all
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AP English Language and Composition Exam (Taken directly from CollegeBoard)
http://www.collegeboard.com/student/testing/ap/english_lang/exam.html?englang
have their place alongside practice in writing on demand.
As you study and practice writing, consider the following points.
Reading Directly Influences Writing Skills & Habits
Reading and writing are intertwined. When you read what published authors have written you
are immersed not just in their ideas, but in the pulsing of their sentences and the aptness of
their diction. The more you read, the more that the rhythm of the English language will be
available to influence your writing. Reading is not a substitute for writing, but it does help lay
the foundation that makes good writing possible.
Writing is Fun
When you have penned what you think is a great sentence or a clean, logical paragraph, read it
over to yourself out loud. Enjoy it. Delight in the ideas, savor the diction, and let the phrases
and clauses roll around in your mind. Claim it as part of your self. You may discover you have a
voice worthy of respect.
A Tip from E. M. Forster
He is reputed to have said that he never knew clearly what it was he thought until he spoke it;
and once he had said it, he never knew clearly what it was that he said until he had written it
down. Then, Forster noted, he could play with it and give it final form. Be like Forster: think,
speak, write, analyze your writing, then give it final shape.
Write Purposefully with Rhetorical Awareness
When you write, fashion your text with awareness of key rhetorical elements. What is the
message of your text? How do you intend to convey your message to your particular audience?
Give shape to your thinking with language that enlightens your readers and lets you achieve
your aims.

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AP English Literature and Composition Exam (Taken directly from the CollegeBoard)
http://www.collegeboard.com/student/testing/ap/english_lit/exam.html?englit
About the Exam
The three-hour exam usually consists of a one-hour multiple-choice section and a two-hour
free-response section.
Section I: Multiple-Choice
The multiple-choice section tests your critical reading skills. You'll read several passages and
answer questions about the content, form, and style of each. Total scores on the multiple-
choice section are based on the number of questions answered correctly. Points are not
deducted for incorrect answers and no points are awarded for unanswered questions.
Section II: Free-Response
In this section you'll write essays to show your ability to analyze and interpret literary texts in
clear and effective prose.
Scoring the Exam
The multiple-choice section counts for 45 percent of your grade. The free-response section
contributes the remaining 55 percent.
Study Skills: Reading
See Language Exam (The skills are the same with the following additions or changes)
• Pause to consider the author's principal ideas and the material the author uses to
support them.
Such ideas may be fairly easy to identify in writings of critical essayists or journalists, but
much more subtle in the works of someone like Virginia Woolf or Emily Dickinson.
• Know the context of a piece of writing.
This technique will help you read with greater understanding and better recollection. A
knowledge of the period in which the authors lived and wrote enhances your
understanding of what they have tried to say and how well they succeeded. When you
read John Steinbeck's The Grapes of Wrath, find other sources to learn about the
difficult conditions for migrant laborers in California in the 1930s.
To understand and appreciate much of English and American literature, you should have some
acquaintance with the major themes of Judaic and Christian religious traditions and with Greek
and Roman mythology. These religious concepts and stories have influenced and informed first
English and then American literary traditions from the Middle Ages through modern times.
As you study Literature and Composition, you should study extensively several representative
works from various genres and periods from the Renaissance forward. You are advised to
concentrate on works of recognized literary merit, worthy of scrutiny because of their richness
of thought and language.
Study Skills: Writing
See Language Exam (The skills are the same with the following additions or changes)
Grammar, Mechanics, and Rhetoric
Think of them as elements that you can order to clean up your ideas, to sharpen your
statements, to make your words and sentences glisten and stick.
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AP English Literature and Composition Exam (Taken directly from the CollegeBoard)
http://www.collegeboard.com/student/testing/ap/english_lit/exam.html?englit
Vocabulary
Writers and critical readers have a "technical vocabulary" they use when talking about the
language of drama, poetry, and fiction. Compile a list of such words. Notice writing that uses
such vocabulary. Here are some of the words you should already know: syntax, tone, rhetoric,
attitude, antecedent, denouement, exposition, climax, atmosphere, voice, speaker, stock
character, thesis, ideology, persuasion, paradox, allusion, ambivalence, syllogism, and aphorism.
Audience
Your teachers may specify an audience that you are supposed to keep in mind when writing a
paper. Most of us in daily life are not writing for a particular person or audience, but rather for
someone called "the general reader." The general reader is someone, anyone, who possesses
an average intelligence and has a fairly sound general education. This general reader is
interested in the events of the day and in the world as a whole. He or she has a good measure
of sympathy for humankind, appreciates the happy as well as the unhappy accidents of life. This
reader also is blessed with a good sense of humor and the ability to listen to others; to writers
like you, in fact. Keep the general reader in mind when you write.

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Exam Day (Taken directly from the CollegeBoard)
http://www.collegeboard.com/student/testing/ap/exday.html
What to Bring
• Several sharpened No. 2 pencils with erasers for all responses on your multiple-choice
answer sheet.
• Pens with black or dark blue ink for completing areas on the exam booklet covers and
for free-response questions in most exams.
• Your six-digit school code. Home-schooled students will be given a code at the time of
the exam.
• A watch.
• AP-approved calculator with the necessary capabilities if you are taking the AP Calculus,
Chemistry, Physics or Statistics Exams.
• A ruler or straightedge only if you're taking an AP Physics Exam.
• A government-issued or school-issued photo ID if you do not attend the school where
you are taking the exam.
• Your Social Security number* for identification purposes (optional). If you provide your
number, it will appear on your AP score report.
• If applicable, your SSD Student Accommodation Letter, which verifies that you have
been approved for extended time or another testing accommodation.
What Not to Bring
• Cell phones, digital cameras, personal digital assistants (PDAs), BlackBerry smartphones,
Bluetooth-enabled devices, MP3 players, email/messaging devices, or any other
electronic or communication devices.
• Books, compasses, mechanical pencils, correction fluid, dictionaries,
highlighters,**notes or colored pencils.**
• Scratch paper; notes can be made on portions of the exam booklets.
• Watches that beep or have an alarm.
• Portable listening devices** or portable recording devices (even with headphones) or
photographic equipment.
• Computers.**
• Clothing with subject-related information.
• Food or drink.**
* Some colleges and universities use Social Security numbers as student identifiers when
assigning AP credit or advanced placement for qualifying AP scores. While the College Board
does not require you to provide your Social Security number, you may want to check with the
college or university where you are sending scores to see if they prefer for you to provide a
Social Security number on your AP Exam answer sheet.
**Unless this has been preapproved as an accommodation by the College Board Services for
Students with Disabilities office prior to the exam date.

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Levels of Reading and Questioning the text
Level One – Literal – Factual
You can actually put your finger on the answer in the text. You are reading “on the” lines.

Level One questions can be answered explicitly by using the facts in the text.
You should be able to provide an accurate and complete summary of text because the
information is “in front of you”.
(The AP tests seldom ask level one questions. Why?)
Level Two – Interpretive – Inferential
You can put your finger on evidence in the text to support your answer. You are reading
“between” the lines.

Level Two questions are implied, requiring the reader to analyze and/or interpret specific parts
of the text. They are inference-based. You must read between the lines for the answers.
A good answer will probably lead to an identification of the significant patterns in the text.
Level Three – Experiential – Connecting – Abstract
You cannot put your finger on the answer in the text. You are reading “beyond” the lines.

Level Three questions are open-ended and go beyond the text. These questions will provoke
discussion of an abstract idea or issue. In addition to evidence from the text, you may bring
your own personal experience into the discussion if it has a connection and a bearing to the
abstract idea or issue.
Good answers lead to an appreciation of the text and further discussion.

(Adapted from Ayn Grubb, Broken Arrow Public Schools, Broken Arrow, Oklahoma)
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